Name: Isaac Thornton Grade/Subject: 12th Grade PFLE Date: 1/22/24

1. Texas Essential Knowledge and Skills (TEKS): (C2)

ECON.21B

Create economic models, including production-possibilities curves, circular-flow charts, and supply-and-
demand graphs to analyze economic concepts or issues

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Create an economic model (production-possibilities curve) to analyze economic concept (tradeoffs, scarcity,
opportunity costs)

3. SMART
Objective(s): (C3) The students will draw and label a points on PPC. Then they will interpret which
points are most efficient and write a short answer explaining the opportunity
cost over producing one good over another.
Essential Question:
How can information gained by analyzing a PPC help decision makers make
informed choices about the efficient allocation of resources?

4. Central Focus By the end of this lesson, students will be able to understand how scarcity and opportunity costs
(C4) impacts the resource allocation decisions of individuals, firms, and our government. As we
How will this lesson link continue to look at the world through an economic lens, it is imperative that students understand
with other lessons in the how these concepts (scarcity and opportunity costs) impact decision making.
unit?

Learning Targets I can create a Production Possibilities Curve and analyze the opportunity cost of producing one
I CAN statements that good over another.
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Interpret, explain, justify
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in Opportunity Cost, PPC, Trade off, Scarcity, Choice, Economic Efficiency, inefficient,
meaningful ways. unattainable

There are 4 language

demands to consider as
you require students to Discourse (Structures of written and oral language, how will they talk, write, and participate in
read, write, speak, listen, knowledge construction: discussions, reports, essays, multi-media presentations, performance):
demonstrate and perform.
Students will analyze a PPC and decide how to best allocate the resources in the scenario. The
students will then write a short answer essay, in which they will explain and justify how they
decided to allocate the resources.
 Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

The students must be able to identify efficient, inefficient, and unattainable points on the PPC

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, I will identify key vocabulary words essential for understanding the lesson and provide explicit
representations, and explanations, examples, and opportunities for students to practice using these words in context.
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. repetitive exposure to words
practice the concepts and
language they need to
learn within the 2. Learning vocab in both written and oral speech
discipline

Site the researcher’s

name as you refer to the Discourse strategies - (GO TO Page)
strategy. -Write:

-Talk:

Syntax - (GO TO Page)

1.

2.

Making Content Comprehensible (R9)

I will use appropriate speech and pacing to help ELL students better understand what I am
saying. I will also write verbal instructions on the board and peer modeling to ensure students
have an example of what is expected.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be Paper and Pencil Tests
aligned to the TEKS,
and objectives. Summative:

Investigative projects

Assessment of your language demands:

Formative:

Embedded Assessments

Summative:
Performance Tasks
8. Hook (C7) Hook activity (make connections to prior learning)

Tower Game
Closure (C7) - Divide students into groups and give a limited number of popsicle sticks and
marshmallows to create the tallest tower possible.

Closure Activity: (make connections to prior learning)

Student Assets (C7)
Whip around

Personal assets: refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, that a teacher can draw upon to support learning.
Cultural assets: refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a
teacher can draw upon to support learning.
Community assets: refers to common backgrounds and experiences that students bring from
the community where they live, such as resources, local landmarks, community events and
practices, and so on, that a teacher can draw upon to support learning.
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) - Begin with a brief review of the concepts of scarcity, opportunity cost, and the
(C9) fundamental economic problem.
- Provide a real-world example to illustrate scarcity and the need for choices in resource
Be sure to include: allocation.
How will students learn - Define and explain what a production possibilities curve is and how it illustrates the
and use academic trade-offs between two goods or services.
language? - Use visuals and examples to demonstrate how points on the curve, inside the curve, and
outside the curve represent different scenarios of resource allocation.
Three higher order WE DO –
thinking questions.
- As a class, create a production possibilities curve on the board, discussing the allocation
of resources between two goods or services.
- Ask students for input and engage them in the decision-making process to illustrate the
Marzano Strategy
concept in real-time.

YOU DO –
- Provide students with a production possibilities curve and a set of scenarios.
- In pairs or small groups, have students analyze the given scenarios by identifying points
on the curve, inside the curve, and outside the curve.
- Work the room and provide guidance among the groups. Emphasize the concepts of
opportunity cost, efficiency, and the implications of points beyond the curve.
 Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity:

Tiered instruction
Student Choice

o Gifted / advanced learners:

Anchoring Activities
Formative assessments

Technology: -(GO TO page)

- Google Slides

Marzano Strategy - (GO TO page)

- Direct Instruction

Higher Order Thinking Questions (GO TO page)

1. In a scenario where a country operates inside its production possibilities curve, what does this
suggest about the utilization of resources?
2. Imagine a technological advancement that significantly improves the efficiency of resource
utilization in a country. How might this innovation impact the shape and position of the
production possibilities curve?
3. Imagine a technological advancement that significantly improves the efficiency of resource
utilization in a country. Discuss the potential changes in the quantities of goods or services the
country can produce. Additionally, consider the societal and economic implications of adapting
to this new production frontier.

Grouping / Partnering Technique: (Hattie)

- Classroom discussion
- Think-pair-share

Potential misconceptions and your plan to address it:

10. Resources and - Writing utensil, paper, PPC curve handout, computer, projector, white board, popsicle sticks,
materials needed (C9) marshmallows

(E7) (How might you differentiate materials and resources for learners with various needs?)

- I will provide notes for students who need accommodations.

- I will modify handouts for students who need more time to answer questions

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom
Management Strategies 1. Place cell phones is phone holder at the front of the room
(CBM5) 2. Sit in assigned seat
What procedures will you 3. Start on warm up after entering the room and sitting down.
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures

12. Academic Supports

for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. small groups
strategies and planned
supports, will you employ to 2. extra time
meet the needs of each
student that has identified
3. Breaks during independent learning
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. More frequent checks for understanding

2. simplified worksheet

3. altered grading criteria

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Language Modeling

2. Visual Aids

3. Give directions verbally and in writing

4. Group students in pairs for assignments

5. Develop cultural awareness to help create a more inclusive environment